About Me

Hello! My name is Jack Fairbairn and I am a New York City Special Education and Social Studies educator with experience teaching middle and high school students in inclusive classroom settings. My work focuses on creating engaging, student-centered curriculum that combines historical thinking, literacy development, and real-world skills.

Education experience: 

7th Grade Social Studies SPED Teacher – MS 447, Brooklyn
Designs inclusive, inquiry-based history instruction focused on literacy, critical thinking, and student engagement.

AP U.S. History & U.S. Government ICT Teacher –  Brooklyn Academy of Global Finance  
Co-taught Regents and AP-level social studies courses in integrated co-teaching classrooms with diverse learners.

NYC Teaching Fellow: Click Here to see more!  
Completed intensive classroom training and graduate coursework while teaching in New York City public schools.

Operations Director – Timberlake Camp at Farm & Wilderness: Click here to see more!  
Led staff coordination, logistics, risk management, and outdoor education programming for youth programs in Vermont.

Special Education Case Manager
Supports students and families through IEP development, accommodations, progress monitoring, and collaborative planning.

Curriculum Developer – Adulting 101 Program
Created a real-world life skills curriculum covering financial literacy, housing, healthcare, networking, and career readiness.

Educational Technology & Inclusive Instruction Graduate Student – Adelphi University
Focused on differentiated instruction, assistive technology, Universal Design for Learning, and curriculum design.

Youth Mentor & Nonprofit Education Coordinator- iMentor and Harlem Chilrden Zone
Worked in mentorship and youth-development spaces supporting student growth, confidence, and postsecondary readiness.

Field Coordinator- Refugee camp relief 

Provided on the ground distribution and educational support 

Teaching Philosophy

As someone who grew up navigating learning disabilities, I understand firsthand the power of an engaging classroom where students feel seen, capable and lessons are interest driven. My teaching philosophy centers on a simple but transformative belief: interest is the spark that ignites learning. When students—particularly those with special needs—see themselves reflected in the content and are invited to explore what genuinely excites them, they build the confidence and stamina to tackle even the most difficult material.

Over the past year, I have worked as a SPED co-teacher in ICT classrooms and independently designed a senior elective course, Adulting 101, to prepare students for life beyond high school. Whether teaching AP U.S. History, U.S. Government, or practical life skills, I begin with what students care about and connect content to their lived experiences. From simulating elections to apartment hunting with NYC housing law in hand, I strive to make education relevant, accessible, and empowering.

My pedagogical style is constructivist and student-centered. I scaffold rigor with support, embed choice and voice into assessments, and rely heavily on simulations, projects, and student-led inquiry. For instance, in our “States Project” in Government, students represented a U.S. state and argued its historical and contemporary political positions. In Adulting 101, students built budgets, navigated credit reports, and wrote real résumés. These are not just assignments—they are moments of transformation where students begin to see themselves as informed citizens and capable adults.

As a SPED educator, universal design for learning (UDL) and culturally responsive teaching are foundational to my practice. My lessons are built to include multiple entry points and allow students to demonstrate mastery in diverse ways. I incorporate assistive technology, visual supports, and collaborative tools to break down barriers and cultivate inclusive spaces. I am committed to not just helping students meet expectations but building systems where they feel ownership of their growth.

I believe in transparency and mutual accountability. I communicate clear goals, model vulnerability and reflection, and create structures where students feel safe taking risks. Assessment is not a punitive tool but a means of building confidence, gauging progress, and adjusting practice. I strive to create feedback loops that are student-friendly, actionable, and growth-oriented.

Teaching, for me, is also deeply personal. Every lesson I design and every accommodation I offer is guided by the knowledge that school didn’t always work for me—and that’s exactly why I’m here now. I want to be the teacher I once needed: one who sees potential before performance, who builds confidence before correction, and who believes that students’ interests are not distractions but doorways.

As I continue my professional journey, I remain committed to growing alongside my students. I actively participate in workshops on AI tools in education, SPED and ELL inclusion, and culturally responsive pedagogy. I know that strong teaching is not static—it’s iterative, reflective, and rooted in the communities we serve.

In short, my philosophy is this: When students are interested, they are invested. When they feel confident, they begin to take risks. And when they are supported, they grow.